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Latinas Pathways to STEM: Exploring Contextual Mitigating Factors
presents transnational case studies of Latinas and Mexicanas
pursuing a STEM degree/career from the United States (Georgia, New
York, Texas) and Mexico. The authors underscore that the
experiences of the participants highlighted in this book provide
insights into how to support successful Latinas and Mexicanas in
STEM career pipelines and pathways. In doing so, the authors
address the need for a set of approaches to STEM education policy
that acknowledges that institutionalized pipelines often create
replication by funding intervention programs that attempt to
sterilize context by identifying variables and ignoring the
associated contextual mitigating factors (CMFs). Researchers and
funders of STEM intervention efforts can learn from the analysis of
these case studies that successful Latinas and Mexicanas developed
tactical understanding, which reinforced their identity and
resisted how they were positioned by negative CMFs, reaffirming
their aspirations and successes in STEM. Education graduate
students, research methodologists, policy makers, and practitioners
will find CMF analysis a useful methodological tool to interrogate
how sociocultural factors position designated underrepresented
people in STEM pipelines and pathways. Education policies that
advocate for the existence and maintenance of pipelines that
increase underrepresented Latinas and Mexicanas in STEM are
important but are often crafted with blind spots that leave out how
context mitigates policy especially at the individual level.
Latinas Pathways to STEM: Exploring Contextual Mitigating Factors
presents transnational case studies of Latinas and Mexicanas
pursuing a STEM degree/career from the United States (Georgia, New
York, Texas) and Mexico. The authors underscore that the
experiences of the participants highlighted in this book provide
insights into how to support successful Latinas and Mexicanas in
STEM career pipelines and pathways. In doing so, the authors
address the need for a set of approaches to STEM education policy
that acknowledges that institutionalized pipelines often create
replication by funding intervention programs that attempt to
sterilize context by identifying variables and ignoring the
associated contextual mitigating factors (CMFs). Researchers and
funders of STEM intervention efforts can learn from the analysis of
these case studies that successful Latinas and Mexicanas developed
tactical understanding, which reinforced their identity and
resisted how they were positioned by negative CMFs, reaffirming
their aspirations and successes in STEM. Education graduate
students, research methodologists, policy makers, and practitioners
will find CMF analysis a useful methodological tool to interrogate
how sociocultural factors position designated underrepresented
people in STEM pipelines and pathways. Education policies that
advocate for the existence and maintenance of pipelines that
increase underrepresented Latinas and Mexicanas in STEM are
important but are often crafted with blind spots that leave out how
context mitigates policy especially at the individual level.
Crafting Culturally Efficacious Pedagogies and Practices is based
on cultural efficaciousness derived from the work of the nationally
recognized Academy for Teacher Excellence at The University of
Texas at San Antonio. The book is grounded in a research-based
model, situated within the needs of the school-local community, and
based on collaborative partnerships. Given the under-representation
of ethnic/racial minority teachers, to accomplish social justice,
all teachers must become culturally efficacious. In this book,
authors provide an overview of the Culturally Efficacious Evolution
Model used to anchor teacher preparation and present the Culturally
Efficacious Observation Protocol as a tool to assess teachers’
development. The authors present four exemplar case studies of
culturally efficacious teachers who have a strong identity, a
positive teaching cultural efficacy, are critical reflective
thinkers, and believe that they can make difference in minority
students’ lives. As culturally efficacious teachers, these
educators are also committed to social justice and equitable
education. Cross-case findings reveal that the critical teacher
development model serves as a culturally sustainable pedagogy that
effectively prepares teachers in the field.
Crafting Culturally Efficacious Pedagogies and Practices is based
on cultural efficaciousness derived from the work of the nationally
recognized Academy for Teacher Excellence at The University of
Texas at San Antonio. The book is grounded in a research-based
model, situated within the needs of the school-local community, and
based on collaborative partnerships. Given the under-representation
of ethnic/racial minority teachers, to accomplish social justice,
all teachers must become culturally efficacious. In this book,
authors provide an overview of the culturally efficacious evolution
model used to anchor teacher preparation and present the culturally
efficacious observation protocol as a tool to assess teachers'
development. The authors present four exemplar case studies of
culturally efficacious teachers who have a strong identity, a
positive teaching cultural efficacy, are critical reflective
thinkers, and believe that they can make difference in minority
students' lives. As culturally efficacious teachers, these
educators are also committed to social justice and equitable
education. Cross-case findings reveal that the critical teacher
development model serves as a culturally sustainable pedagogy that
effectively prepares teachers in the field.
Generating Transworld Pedagogy: Reimagining La Clase Magica lays
the foundation for addressing one of the greatest challenges in the
21st century: meeting the educational needs of a diverse society
living in a complex, technology-driven world. It extends bilingual
and bicultural transformative critical pedagogy by appropriating
the use of mobile devices and digital tools within an after-school
setting. Four theoretical concepts anchor this collection: the
dialectic method, concepts of culture, a bilingual/bicultural
critical pedagogy, and the notion of the sacred sciences.
Generating Transworld Pedagogy showcases the intersection of
learners' linguistic, cultural, and historical knowledge as
critical tools for learning and for navigating the broader society.
The volume serves as an ideal framework for preparing teacher
educators and teacher candidates for a world in motion. It provides
a deeper understanding of the conditions needed to create the ideal
learning and teaching opportunities for bilingual learners. Special
highlights include a comprehensive resource for integrating
linguistic and cultural diversity within a technological and global
perspective for 21st century teachers and learners; a resource for
launching the model in new sociocultural contexts; an exemplar of
the innovative uses of mobile technology and digital literacies
within the learning setting; and a model for engaging in
socially-designed community-based research that can extend to an
international scale.
Generating Transworld Pedagogy: Reimagining La Clase Magica lays
the foundation for addressing one of the greatest challenges in the
21st century: meeting the educational needs of a diverse society
living in a complex, technology-driven world. It extends bilingual
and bicultural transformative critical pedagogy by appropriating
the use of mobile devices and digital tools within an after-school
setting. Four theoretical concepts anchor this collection: the
dialectic method, concepts of culture, a bilingual/bicultural
critical pedagogy, and the notion of the sacred sciences.
Generating Transworld Pedagogy showcases the intersection of
learners' linguistic, cultural, and historical knowledge as
critical tools for learning and for navigating the broader society.
The volume serves as an ideal framework for preparing teacher
educators and teacher candidates for a world in motion. It provides
a deeper understanding of the conditions needed to create the ideal
learning and teaching opportunities for bilingual learners. Special
highlights include a comprehensive resource for integrating
linguistic and cultural diversity within a technological and global
perspective for 21st century teachers and learners; a resource for
launching the model in new sociocultural contexts; an exemplar of
the innovative uses of mobile technology and digital literacies
within the learning setting; and a model for engaging in
socially-designed community-based research that can extend to an
international scale.
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